Wollega University

College Social Science & Education

School of Education
AN OVERVIEW OF
ACTION RESEARCH
For Secondary school Teachers
March, 2013
Nekemte & Gimbi

cont
Issues/contents to be
discussed :THE CONCEPTS OF AR
THE IMPORTANCE OF AR
THE CHARACTERISTICS OF AR
BASIC PROCESS OF AR
STEPS IN WRITING AR REPORT

The Concepts of
Research
What is research?

cont
The term research is perceived,
defined and classified differently
among producers and consumers
(Singh.Y.K: 2005).

Some of the definitions of the term

research are:
Research may be defined as a systematic and objective
analysis and recording of controlled observations that
may lead to the development of generalization,
principles or theories, resulting in prediction and
possibly ultimate control of events (Best and Khan
2003).
Research is a process which has utility only to the
extent that the class of inquiry employed as a research
activity vehicle is capable of adding knowledge of
stimulating progress and helping society and man
relate more efficiently and effectively to the problem
that society and man perpetuate and create (Mc Grath:
1970).

Characteristics of Educational Research

Research is directed towards the solution of

a problem.
It emphasizes the development of
generalization, principles or theories that
will be helpful in predicting future
occurrences
It is based upon observable experience or
empirical evidence.
It demands accurate observation and
description

cont
It involves gathering new data from
primary or first hand sources or using
existing data for a new purpose
It requires expertise
It is carefully recorded and reported
It sometimes requires courage

Classification of
Research
Research can be classified in to basic
and applied depending on its purposes.
A) Basic Research: is concerned with discovery of

basic truths or principles.

It gives emphasis for the development

and testing of theories and is not
immediately employed with direct field
application.
It is alternatively named as pure or
fundamental research.

B) Applied Research
It is often called field research is
concentrating at improving a product
or
process-testing
theoretical
concepts in actual problem situation
or in the field setting.
The transfer of the research results
directly to the field practice is usually
a goal of applied research.
Example: Action Research

THE CONCEPTS OF
AR
Action research is conceived
differently by different people,
under different contexts and at
different times.
In teaching learning context, it is
known by many other names
such as:
school-based research,
teacher research,

cont
teacher professional development,

teacher self-evaluation,
Classroom research,
practitioners self-reflective
enquiry, etc
So, currently AR can be viewed as:

cont

any
systematic
inquiry
conducted by teachers, school
administrators, or others with
vested interest in the teaching
and
learning
process
or
environment, and
for the
purpose of gathering information
about
how
their
particular
schools operate, how they teach,

cont
a research conducted by practitioners
in applied fields (teaching, counseling,
assessing, classroom management,
etc) for the purpose of solving a
specific problem.
an experientially based and usually set
up to try and solve a problem, or try
out
a hypothesis that could improve
a practical situation.

cont
In general, in a current usage,
AR is conceived as a practical
way of looking at ones own
individual,
professional,
and
environmental concerns with a
purpose of understanding these
and causing betterment and /or
cope up with the demand of the
day related to ones professional

THE IMPORTANCE OF AR

There are four broad fundamentally

important ways in which action
research can be used successfully in
educational settings:
to connect theory to practice,
to improve educational practice,
to empower teachers, and
as a means for promoting
professional growth.

cont
Connecting
theory
to
practice:
AR is a means of bridging the
gap between theory/research
and
practice
(classroom
situations) by creating a two-way
flow of information.
In this sense, teaching decisions
are shaped by theory and
research, and in turn give shape

cont
Improvement of classroom
practices:
Action research offers a process by which
the existing practices can be transformed to
better ones.
Teacher empowerment teacher as
decision maker:
Empowerment entails professional
autonomy, accountability and commitment
of the
teachers to do the right things right.

cont
Empowerment
can
be
advanced
through
action
research,
which
enables teachers to give appropriate
decision at whatsoever level.
It allows teachers to bring into their
classrooms their own unique expertise,
talents, and creativity so that they can
implement instructional programs to
best meet the needs of their students.

cont
Professional growth:

AR is a means of improving
teachers problem-solving skills
and their
attitudes toward
professional development and
institutional change, as well as of
increasing their confidence
and professional self-esteem.

THE CHARACTERISTICS OF AR

Some of the Characterizing

features of AR are:

It
improves
education
by
incorporating change.
It involves educators working
together to improve their own
practices.
It is persuasive and authoritative,
since it is done by teachers for

cont
It is collaborative; that is, it is
composed of educators talking
and
working
with
other
educators
in
empowering
relationships.
It is practical and relevant to
classroom teachers, since it
allows them direct access to
research findings.
It is developing critical reflection

BASIC PROCESS OF CONDUCTING

ACTION RESEARCH
The basic process of conducting
action research consists of 4 to 9
steps or components.
The 9 steps contrive to 4, namely: 1)
Planning, 2) Acting, 3) Developing,
and 4) Reflecting.

cont
Step 1. Identify an issue/a problem/an area of focus,
and limit it.

Step 2. Learn more about your issue (formal and

informal information gathering)
Step 3. Review Related Literature (formal
aspect)
Step 4. Plan and develop a strategy for your
study
Step 5. Gather data

cont
Step 6. Analyze and interpret the
data
Step 7. Develop a plan of action
Step 8. Take appropriate action and
share/communicate your results
Step 9. Reflect on the overall process
and the results

Alternative steps to the action research processes

Find a starting Point

Reflection
Plan
Act
Revised
plan
on.

Initial

Observe

Act

Reflect

Observe and so

The Four Basic

Stages

The Nine Steps

Planning

1. Identify an issue/a problem/ and limiting it

2. Learn more about your issue
3. Review Related Literature
4. Plan and develop a strategy for your study

Acting/Doi
ng
Developin
g
Reflecting

5. Gather data
6. Analyze and interpret the data
7. Develop a plan of action

8. Take appropriate action and

share/communicate your
results
9. Reflect on the overall process and the
results

Step 1: Identifying an issue and

limiting it for investigation

Here, your topic should lend itself

for investigation of issues of concern
by formulating questions.
your research questions should come
from and directly related to the issue
or problem that you have chosen to
explore.

cont
Identifying the area of the problem
Eg . The low achievement of girls in the
English language
Delimiting the problem into research
topic (identifying the research topic)
Eg. How can I improve the English
Language
achievement of Grade 11B girls in
Gimbi preparatory School?

Step 2. Learning more about

your issue/topic
This is a step of gathering information
through talking with other teachers,
administrators, students, etc.
Here, you may need to read more sources
Eg. Girls are admitted to higher education
at the lower level than boys but are
expected to compete with the boys and
perform at the same level without getting
any extra support from staff

cont
You are also required to produce
evidence to show the current
situation.
Eg. The high numbers of girls who
dropped out, or dismissed from
Colleges and universities.

Step 3. Reviewing Related

Literature
Related literature refers to any
existing source of information that
can shed light on your topic selected
for investigation. These sources of
information may include books,
research
journals,
web
sites,
manuals,
modules,
school
documents, policies and guidelines,
and the like.

Step 4. Develop a Research Plan

and a Strategy for Your Study
Developing a research plan is a way of
charting the actual research undertaking.
It is a means of deciding how you want to
approach your study and consequently a
decisive stage for success.
Research planning includes conversion of
your topic to research questions and the
selection of an appropriate design for
collecting and analyzing your data.

Step 5. Collecting data

Data can come from almost anywhere, such as:
a) tallies (e.g., lists of books read);
b) demographic information;
c) surveys, and test results;
d) observations, interviews, and documents;
e) recording ones observations;
f) tape recording and transcribing them word-forword;
g) documents;
h) portfolios or students writing;

Step 6. Analyze the data

Data analysis involves examination of the
data in order to answer your questions.
Action research combines both the
quantitative and qualitative methods.
However, as action research is more of
qualitative; it employs inductive process,
by reducing the information that has been
collected by organizing it into important
themes or categories or types and
patterns.

cont
In short, whereas qualitative
data are analyzed in: a) inductive
process, b) creating themes, and
c) using codes; quantitative data
are
analyzed
in
deductive
process and using descriptive or
inferential statistics.

Step 7. Developing an Action

Plan
The stage of developing an action plan
consists of:
1) captivating the results of your data
analysis, your interpretations of those
results and the final conclusions drawn
from the interpretations;
2) formulating a plan of action for the future;
3) charting strategies for the future
implementation of the treatments or
interventions;

Step 8. Taking Action and

Sharing/Communicating your Results
After taking action as per your results
findings. Next share/communicate your results
and actions through different means.
The research findings can be accessible to
others,
for
example,
through
oral
presentations, by the production of formally
written reports, by putting brief accounts of
your research results in newsletters, leaflets,
brochures, or by publishing in journals or in
the form of monograph or putting on Web site.

Step 9. Reflecting on the overall

Process and the Results
In action research project, reflection
occurs before, during and after the
research process. But, the more
formal reflection comes at the final
stage to reiterate the processes
passed and the results obtained.

A Spiral Cycles of Action and

Research
Plan
Reflect
Act
Observe

Kemmis Action Research

Model

ACTION RESEARCH REPORT PLANNING

AND PRESENTATION

structural elements for an action

research report
1. Cover Page
2. Second page
3. Table of Contents
4. Abstract/executive summary
5. Acknowledgements

cont
6.Body of the report
6.1. A background of why you conducted
the study/the significance of the
problem you are addressing
6.2. The context
6.3. Statement and Origin of your
Research Focus
6.4. Research question
6.5. Methods

cont
6.6. Outline your findings
6.7. Conclusions
6.8. Explain the implications
6.9. Description of the next step of this
research
7.Reflection
8. References
9. Appendices

1. Cover Page: contains title, your

name, and the name of the institute
to which the research report is to be
submitted.
2. Second page: includes title, your
name, the supervisors/mentors
name, the name
of the institute to which the
research report is to be submitted,
Place and date.

cont
3. Table of Contents: This outlines
the main headings with their
corresponding page numbers.
4. Abstract/executive summary:
Summarize the major points and
findings up front. Listed at the
beginning of your report, this short
list of survey findings, conclusions,
and recommendations is helpful.

cont
5.
Acknowledgements:
This
presents
the
name(s)
of
in
individual(s)
who
has/have
contributed
for
a
successful
completion of your research project.
6. Body of the report: this clearly
outlines the steps followed to
undertake the project (the processes
of action research)

cont
6.1 A background of why you conducted
the study/the significance of the
problem you are addressing.
This helps the reader to think about the
problem at the widest level.
6.2 The context: This deals with a
description of the context within which
your action research project took place.
You need to provide the context of your
work.

cont
6.3 Statement and Origin of your Research
Focus:
This element of the report should address the way
in which your starting point developed. The
statement of your research focus should answer
one or more of the following questions:
1. How did the idea originate?
2. What did you investigate?
3. What have you accomplished or attempted to
accomplish in this study?
4. What have been your goals?

cont
6.4 Research question: The research
question sets up your inquiry. The overall
question is the overarching problem selected.
6.5 Methods: This element of the report
focuses on the way in which you investigated
your practice situation. Describe how you got
your
data. Whether you conducted an online,
paper or telephone survey, or perhaps you
talked to

cont
people face to face, make sure you
list how
your research was conducted. Also
make note of how many people
participated, response rates, and the
time it took to conduct this
research.
6.6 Outline your findings: This
element of the report states what it
was that you accomplished and/or

6.7 Conclusions:
Summarize the key points. These
conclusions should be strong statements
that establish a relationship between the
data and the visuals.
6.8. Explain the implications:
Implications could be a statement of how
participation in this research has affected
the ways in which you look at your
teaching, your students, or your school.

cont
6.9. Description of the next step of this
research:

This may be a paragraph describing the

next step of this research. Describe your
future plans and changes that you intend
to make as a result of your findings.
7. Reflection: By looking back on the
processes you passed through, describe
your overall learning process during your
action research.

cont
References: contain the list
of the materials used in the
research.
9. Appendices: consist of
samples of research tools,
activities
used
during
intervention, and transcripts
of recorded and transcribed
8.

THANK
YOU